PEDAGOGICAL RESEARCH II English night VI semester Profesor: Claudia Students: Carlos Augusto Quintero

OBSERVATION

The first observation was in Jorge Eliecer Gaitan high school six grade at 10 am, I observed that the topic class was the daily routine. The teacher had asked to the students bring some flash card about the daily routine to the class a few days ago, so she checked this material to the students but the most of them did not bring the flash card, then she use the flash card for explaining the variation of the verb in third person, they had to write sentences in third person and in first person on the back the flash card, she worked with the whole class, therefore most of the students did not do the activity, finally she wrote a list of 18 common daily routine for the students write them on the flash card.

In this classroom there are many behavior characteristic, for example the students speak very loud, they do not do the homework and leave the classroom when they are bored, in the other hand, the teacher could not catch the attention of all the students, besides the students were not pay attention in the lesson therefore only three or four students participate in the class, besides she work with whole class. she stand up in the front of the board and explain the topic like a presentation. Moreover, she use different materials in order to work with the students. they are in a passive state, and they do not pay attention to the lesson, and during the lesson she does not speak English all the time. when she speak in English she translate and speak very slow, then students pronouns some words or short phrases in English, but most of the time the students and teacher speak in their mother tongue.

Last Observation Analysis

On the fourth observation, the class is based on practice and review previously learned verbs and vocabulary, during the entire class the teacher makes a class participation activity randomly ask students about the vocabulary, after almost finishing the class she makes an introduction on the use of verbs in the third person and leaves work at home, make sentences to third persons. During this activity, students work individually, and had a large share in the activity they most wanted to express, and it showed that those who sat at the front of the room participated more than the back, but the teacher 9wanted everyone to participate, then she did very fair activity, the teacher incorporate all students, so motivated students did not want to participate and they did, in this fourth observation was somewhat notorious in this group, is the change in behavior, students now have more to pay attention to their classes. The teacher used an average use of two languages, that is say a phrase in English and translated immediately, and students spoke only in the second language when asked. At the time of the activity is noticed things like the students say "go jome" or "mais of bed", "estudi", they pronounced in Spanish what they wrote in English, the teacher to see that students are corrected and corrected it, sometimes between students corrected each other, and it showed how quickly captured the correct pronunciation. In this class the teacher was a roll of Director that the activity she was leading the group and used a medium high voice, to stand out and catch the attention of students. The students showed a role of participants, because for the most wanted activity participate in the activity. The teacher does not use a resource not matter because she was doing a check of vocabulary that they had already seen, that is almost a test but in this there was a score in between.

STATEMENT

Why there is little development in speaking skills in a second language acquisition?

Skills deficiency

In school sixth grade Jorge Elieser Gaitan at day morning, teaching English as a second language has focused on learning grammar rules and translation without regard to pronunciation, as has not existed an approach aimed at develop the ability to communicate, that is to say only teaches students to learn a new language but not to communicate through it, that's the reason why most students despite knowing all the rules of grammar and enough vocabulary are not able to sustain a conversation in that language, that is why the teaching of pronunciation from the early grades of schooling is essential in the acquisition and production of English as a second language. But we must also highlight the work also miss the teacher try to include the teaching of this skill.

Research problem. Pronunciation problems in the acquisition of English as a second language. Justification: This research is performed to show that in our country the teaching of a second language is incomplete when teaching the skills of learning a second language, and is also performed to show future teachers to teach a second language should work all skills, because nowadays the speech skills, correct pronunciation has remained in a second plane, thus creating a fossilization in students when they reach an advanced education will have many problems in this skill, and ability speech is one of the most important of learning a second

language is the medium in which we communicate more and this means that this should be the most developed

Deficiencies:

for the acquisition of English as a second language is not enough to teach a rigid and stiff grammatical structure or translating large texts into their mother tongue or filling in the blanks to complete sentences need to include a clear pronunciation contextualized aimed at developing communication skills, it is imperative there is a change in the way of teaching English as this far from being a simple matter within the curriculum, this has become a necessity that will allow us to be more competitive in this globalized world.

Audiences. This statement is addressed to teachers and directors of educational institutions, and also to future teachers of English to include all the skills when teaching a second language.

LITERATURE REVIEW

This draft is a reflection on the current situation of teaching pronunciation in the foreign language class, paying particular attention to as it relates to the field of little use phonics in primary schools and in the limited emphasis given to this . Since the late nineteenth century to the present, the emphasis on the teaching of pronunciation in teaching methods and approaches to second language and foreign language (hereafter L2) has been fluctuating. According to Jones (in Richards and Renandya, 2002), this education was irrelevant to the grammartranslation approach and is taken into account for the first time to emerge Direct Method in the 20s (Siglo XX). It reaches its peak with Audio lingual method, which emerged in the 40s, and again lost relevance with the emergence of the Natural Approach and Approach Communicative Language Teaching in the early 80s. "Pronunciation is the primary medium throgh which we bring our use of language to the attention of other people" (cursiva en el original) (Stevick 1978: 145) Christopher J. Brumfit (1980). pp 1-9. language learning as a process that deals with a product that is not static. Language, we can increasingly see, is not a set of definable and prearranged tokens but a process of linguistic and cultural negotiation of meaning. Students have to develop their innate ability to use language for their own purposes in interaction with the purposes of other language users. Communicative syllabuses have been discussed partly through a recognition of this need, but a discussion of syllabus organization is not enough, for the methodological implications are much more important. If languages are not, in principle, discrete, language teaching will not be served well if it is based on the assumption that we can specify the learner's product exactly. All syllabuses tend to concentrate on the product, or content. This paper argues that it is time to move away from syllabus definition, which has been adequately discussed for the current state of classroom practice. This

means that is time to change the methodology. We cannot follow a simple

syllabus for teaching a second language. We need to create the need of communication into the students, because a language does not have to do only, whit structure and grammar, it has to do with the culture knowledge of the English language. Celce-Murcia et al. (1996: 7): ...both empirical and anecdotal evidence indicates that there is a threshold level of pronunciation for nonnative speakers of English; if they fall below this threshold level, they will have oral communication problems no matter how excellent and extensive their control of English grammar and vocabulary might be. An effective message depends to a large extend in how do you give this message. That is why the importance of the pronunciation inside of the communicative approach. Pronunciation mastering a second language requires the muscle use and movements different from those used in the pronunciation of L1. The pronunciation correction is synonymous to be physically fit, which can be reached through of instruction and proper training, but above all, by doing (D'Introno and Weston, 1996: 3). In most of the cases the teacher and the students unknown how use the articulations, or what are the articulations, that they need for getting a better pronunciation. Also students need to learn about intonation and respect the silent into a conversation, because all these factors interfere in the learning of pronunciation processes. Several authors have created variety of teaching methods of the second

language that can be useful in the teaching of pronunciation, and can facilitate
learning in children since they can produce in an educational, innovative and entertaining. The audio-lingual method, emerged in the mid of this century in the United States, from the creation of the Movement Reformista2 (according to some researchers in the field (Howatt 1984, among others)), attaches great

importance to pronunciation, which is explicitly taught from the beginning. As

that the Direct Method, the teacher (or recording) models a sound, word or phrase and repeat students trying to imitate. However, Unlike one (the direct), the teacher makes use of phonetic information, as the AFI (Al fabeto International Phonetic), or posters demonstrating the articulation of sounds. The typical exercise used is the "minimal pair drill" (minimal pairs exercise), reflecting the notion of linguistic contrast structural. It begins by presenting these three minimal pairs for the student will listen. Then make auditory

discrimination exercises: the student hears two words and must decide if they
are identical or minimal pairs and given a written list of these minimal pairs for him to indicate which sound was used. Then proceeds to the oral exercise: Students. The Total Physical Response (Total Physical Response), proposed by Asher (1977), as are the natural (and Terrell Krashen 1983) was based on the principle that before the student begins to produce (orally), should be limited to listening for a period significant, therefore, argue its proponents, not be pressured to speak, he can concentrate their efforts towards internationalization

of the phonological system of L2. Thus, supposedly, when you begin to speak,
his pronunciation would be excellent without having been taught explicit In approaches "naturalists" can include the Direct Method and its Recent "successors", Total Physical Response, and Natural method (Krashen and Terrell 1983). The Direct Method, classic representative of the approach intuitive-imitative, that became popular at the beginning of this century, based the pronunciation teaching in imitation and repetition of models (teacher or recordings). Students should strive to approximate increasing the pattern, for

which repetition is extensive and intensive key.

Methods Collecting Data

Survey

1. Le llama la atencin la materia de ingls.

S____

No____

2. Cree que es importante aprender ingls.

S____

No____ no sabe___

3. Cules de estas habilidades se le facilita ms en la materia de ingls.

Escribir__

leer__ hablar__ escuchar__

4. Su profesor (a) les ensea a pronunciar adecuadamente las palabras. S___ No___ a veces ____

5. Su maestro (a) les exige que hablen en ingls en el aula de clase. S___ No___ a veces ____

TEACHER INTERVIEW

1. How English teacher, delves into the ability of speech? 2. How often does it? 3. What elements or strategies do you use to teach speaking skills in English? 4. Do you think it is good to emphasize the pronunciation in the primary grades? 5. Do you think that the current methodology for the teaching of English is adequate or think you need a change in this?

INSTITUCION EDUCATIVA JORGE ELICER GAITAN

In these survey, will serve for the collection of important data for the analysis and development of educational mode will be used, in this data collection, do not reveal personal data of respondents.

Population

students

Teacher

STUDENTS DATA

1. Are you draws attention the subject English?

27%
yes

73%

no

In the first question you can see the little interest of students for English, perhaps, this is one of the reasons why students do not pay attention and has a low level of English in the classroom.

2.

Do you think it is important to learn English?.

16%
yes

22% 62%

no don't know

In this second graph of the survey reflected that students do not know whether or not it is important to learn English and almost a third of students say it is not, this also reflects the lack of interest of students in English, because to believe it is not important a subject, also think it is not important to pay attention.

3.

Which of these skills facilitates you more in learning English?.

35% 50% 7%

writing reading speaking listening

8%

This question focuses more on my research and shows the data I need, in this question presents the skills that are most difficult for students and see that speech is one of the most difficult for them, then it is where the teachers must go deeper and when they do not is where the shortcomings appear.

4. Does your teacher (s) taught to properly pronounce the words?.

27%
yes

59%

no

14%

some time

In this fourth question we can see that the teacher if they delves into the ability to which I am investigating, then the problem is happening by students or their lack of motivation on the part of the teacher.

5. Does your teacher (s) requires them speak English in the classroom?.

19%
yes no

54% 27%

some time

On this last question shows that the teacher gives few spaces in the class so that students develop speaking skills, which is one of the most difficult are, this shows us that in a few cases the teacher requires them speak in English, should promote a little bit more this ability as one of the most important because this is why we do not communicate often.

Interview of teacher Answers:

1. I think in the classroom must be divided the class according to the class plan will be developed, and as a teacher I implement acquisition skills in a second language classroom. 2. As I said before depending on class likewise incorporate speaking skills, but I would say often. 3. Most of the time I have students speak out after me, I also use picture cards to represent an action and they pronounce the action and if

mispronounce correct them, or let each other be corrected as a kind of feedback. 4. Yes, I think it is important to deepen speaking skills at school, but I have seen that most curricula in institutions ask focus on writing and speech is always at second base. 5. Well, as a teacher I think I am doing a good job, and as if he needed anything to change in my classes that would improve the education of my students, I would.

CONCLUSION

After developing this research discovered the weaknesses presented in speaking skills in the acquisition of a second language, I showed that to have an education, both equitable and meaningful not only in a single skill, participation should be students and teachers, because teaching and learning depends not only on one if not all together as an educational unit. It should also highlight the effort of the teacher to try to get their students because it is not easy to deal with all the students and know how to improve their classes.